THEORIES OF INTERNATIONAL RELATIONS I (ULUSLARARASI İLİŞKİLER KURAMLARI I) - (İNGİLİZCE) Dersi English School of International Relations soru cevapları:

Toplam 20 Soru & Cevap
PAYLAŞ:

#1

SORU:

Who first coined the term "English School"?


CEVAP:

Roy Jones


#2

SORU:

What are the four defining elements shared by the scholars of English School?


CEVAP:

1) English school scholars consider International Relations (IR) as an autonomous subject rather than being a part of (International) Politics.

2) They examine order in the world in terms of the structure of relations between sovereign nation-states.

3) They have a common style that involves no use of statistics, geometry and algebra, no rhetoric of world problems, such as poverty and monetary reform.

4) The English School has a commitment to holism in the sense that the whole is more than the mere summation of its parts.


#3

SORU:

During the 1980s and 1990s what were the basic issues regarding English School?


CEVAP:

There were basically two issues:

a) whether there was a distinct “English School” of international relations and

b) if yes, what were its distinctive characteristics and contributions.


#4

SORU:

According to Hidemi Suganami what were the factors that united authors of his approach, "British institutionalist approach"?


CEVAP:

1) aspiration to werthfreiheit (morally neutral analysis),

2) rejection of behaviourism or scientism,

3) reliance on sociological methods (institutional analysis),

4) unity and specificity of the states- system (autonomy of IR),  

5) rejection of utopianism


#5

SORU:

What were the three neglected characteristics that Roger Epp highlighted?


CEVAP:

1) interest in the issues of the Third World and decolonisation,

2) international relations being conceived more about culture, values and history rather than structure and mechanics of international system, and

3) the conceptualization of international theory as a normative theory


#6

SORU:

What were the alternative names for the English School?


CEVAP:

British School,

British Institutionalists,

International Society Approach,

the Classical School,

British Idealists and Rationalism


#7

SORU:

What are the three conditions that must be satisfied to be able to speak of the existence of a distinct English School or any school?


CEVAP:

1) there must be some commonalities of the views in terms of the subject matter, concepts, principles and methods among the scholars/ members in concern,

2) conscious self-identification with the school by the members, and

3) recognition by the larger community of the discipline


#8

SORU:

What is a convenient date for the beginning of the English School?


CEVAP:

1959


#9

SORU:

What was the reason for the emergence of the English School?


CEVAP:

Historically, the English School has emerged on the one hand against the American social science approaches, especially against the behaviouralist approach, and on the other hand within the British tradition.


#10

SORU:

What were the two dominant schools for the study of international relations within the United States during the 1950s?


CEVAP:

In the 1950s, there were two dominant schools for the study of international relations within the United States, namely Realism and Behaviouralism.


#11

SORU:

What are the basic premises and arguments of the English School?


CEVAP:

The basic premises and arguments of the English School

  • ontological and epistemological pluralism,
  • international society as the core concept and element of international relations
  • the salience of cultural/civilisational factors and values,
  • epistemological/methodological pluralism,
  • rejection of presentism

#12

SORU:

Who suggested the ontological pluralism of the international relations?


CEVAP:

Martin Wight in 1991


#13

SORU:

What are the three Rs of Wight's conceptualization of international thought?


CEVAP:

Realism, Rationalism, Revolutionism


#14

SORU:

What has the English School been called "international society approach"?


CEVAP:

According to Hudley Bull, international system is conceived to be an interdependence relationship and an international society to be a conscious relationship. In a system, we see that the behaviour of one actor is a consideration for the behaviour of another because they are mutually dependent, as a result of necessity either by structural positioning or by a hegemonial imposition. In a society, the action of one actor becomes a consideration for another not because of necessity, but because of conscious choice. That is why the School has been called by some “international society approach”.


#15

SORU:

What are the components of international society?


CEVAP:

common interests, common rules, common values and common institutions


#16

SORU:

What are the versions of international society that the English School authors elaborated?


CEVAP:

The English School authors have elaborated two versions of international society: the pluralist version and the solidarist version.


#17

SORU:

What do pluralists and solidarists prioritize?


CEVAP:

Pluralists typically prioritize order to justice within system. (Pluralists also emphasize the significance of sovereignty, non-intervention and cultural and political diversity.)

The solidarists on the other hand prioritize justice over order as they argue that order without justice is undesirable and ultimately unsustainable. (They also stress upon human rights and thus give room to humanitarian intervention.)


#18

SORU:

What is the main difference between the conceptions of Realist and English Schools?


CEVAP:

Realist conception is much more mechanical and structural, whereas English School’s is much more historical.


#19

SORU:

What are the similarities between English School and Consructivist School?


CEVAP:

They both strive to show the social bases of international relations and for both of them society is constructed with norms and institutions. They also stress the significance of norms and other ideational factors such as identity and values.


#20

SORU:

What are the differences between English School and Constructivist School?


CEVAP:

English School has its main roots in the study of history, political theory and international law, whereas Constructivism grew out of debates about epistemology and method. The English School has a much more normative orientation as seen in debate about solidarism and pluralism. As to the norms and institutions of the society, while the English School scholars see them as historical formations, the constructivists see them as more of in contemporary terms and purpose oriented, very much similar to regime theory of liberalism.